Pedagogical challenges and teaching strategies in the teaching of subjects in Systems Engineering

Abstract

The use of virtual learning environments has become established as a key strategy in higher education; however, their effectiveness depends on instructional design and the appropriate adaptation of available technological tools. In this context, it is relevant to examine the didactic conditions that influence learning in Moodle-mediated courses within Systems Engineering programs. Accordingly, a study was conducted using a mixed-methods approach, with a descriptive, non-experimental, crosssectional design. Data were collected through surveys, semi-structured interviews, and systematic analysis of the virtual classroom in order to identify pedagogical and technological challenges, as well as prominent instructional practices.

The findings reveal difficulties related to content organization and navigability, low levels of interaction in collaborative activities, limited methodological diversity, and restricted use of the platform’s advanced tools. In addition, weaknesses were identified in instructional feedback, characterized by limited timeliness, which negatively affects learning monitoring. These conditions promote a use of the virtual environment focused primarily on content delivery rather than active learning. Based on the literature review, strategies such as gamification, collaborative learning, and the integration of interactive resources are identified as viable alternatives to strengthen instructional design. It is concluded that intentional instructional planning and faculty development are essential to improving the quality of virtual learning environments.